O8-4 The effect of The Daily Mile on primary school children's aerobic fitness levels after 12 weeks: a controlled trial

Abstract Background The Daily Mile is a school-based physical activity intervention that aims to improve children's aerobic fitness levels. It encompasses a 15-minute run for the whole class on or around the school grounds at least three times per week. The Daily Mile is an easy and accessible intervention, but the downside is a low threshold to stop or skip a session. Therefore, we aimed to determine 1) the effects of performing The Daily Mile for 12 weeks on the aerobic fitness levels of Dutch primary school children and 2) if additional personal support for teachers impacted the effectiveness of The Daily Mile. Methods We conducted a controlled trial in grades 5 through 8 of nine primary schools across the Netherlands. Schools were allocated to control, intervention (12 weeks The Daily Mile) or intervention-plus (12 weeks The Daily Mile and additional support) group. Children completed the shuttle-run test (SRT) at baseline and follow-up, 12 weeks apart. We analyzed the data using multi-level linear regression models clustered within individuals and by classes and schools. All models were adjusted for sex and age. Results We collected complete data sets for 536 children (mean age 10.0 years). The participation rate of classes in the intervention group was 87.8% and in the intervention-plus group 89.7%. After correcting for age and sex, the adjusted model showed a significant intervention effect on SRT-score after 12 weeks for both the intervention group (1.1 stages; 95% CI 0.75, 1.47) and the intervention-plus group (0.6 stages; 95% CI 0.32, 0.89), when compared to the control group. Conclusion Performing The Daily Mile at least three times per week for a 12 week period can be effective in increasing the aerobic fitness levels of primary school children. Additional personal support for teachers did not improve the effectiveness of the intervention on aerobic fitness within this time frame. This may be due to the high implementation rates in both the intervention group and the intervention-plus group. Possibly additional personal support might become beneficial for maintenance on the longer term.


Background
The Daily Mile is a school-based physical activity intervention that aims to improve children's aerobic fitness levels. It encompasses a 15-minute run for the whole class on or around the school grounds at least three times per week. The Daily Mile is an easy and accessible intervention, but the downside is a low threshold to stop or skip a session. Therefore, we aimed to determine 1) the effects of performing The Daily Mile for 12 weeks on the aerobic fitness levels of Dutch primary school children and 2) if additional personal support for teachers impacted the effectiveness of The Daily Mile.

Methods
We conducted a controlled trial in grades 5 through 8 of nine primary schools across the Netherlands. Schools were allocated to control, intervention (12 weeks The Daily Mile) or intervention-plus (12 weeks The Daily Mile and additional support) group. Children completed the shuttle-run test (SRT) at baseline and follow-up, 12 weeks apart. We analyzed the data using multi-level linear regression models clustered within individuals and by classes and schools. All models were adjusted for sex and age.

Results
We collected complete data sets for 536 children (mean age 10.0 years). The participation rate of classes in the intervention group was 87.8% and in the intervention-plus group 89.7%. After correcting for age and sex, the adjusted model showed a significant intervention effect on SRT-score after 12 weeks for both the intervention group (1.1 stages; 95% CI 0.75, 1.47) and the intervention-plus group (0.6 stages; 95% CI 0.32, 0.89), when compared to the control group. Conclusion Performing The Daily Mile at least three times per week for a 12 week period can be effective in increasing the aerobic fitness levels of primary school children. Additional personal support for teachers did not improve the effectiveness of the intervention on aerobic fitness within this time frame. This may be due to the high implementation rates in both the intervention group and the intervention-plus group. Possibly additional personal support might become beneficial for maintenance on the longer term. Keywords: The Daily Mile, school setting, aerobic fitness Abstract citation ID: ckac094.061 O8-5 Sociodemographic factors associated with discrepancy between body satisfaction change and weight change among school-aged adolescents following a behavioral intervention Florian Manneville 1,2 , Francis Guillemin 1,2 , Karine Legrand 1,2 , Edith Lecomte 3 , Jenny Ann Rydberg 1 , Serge Briançon 1 , Abdou Yacoubou Omorou 1,2 1 APEMAC, Université de Lorraine, Vandoeuvre-Lè s-Nancy, France 2 CIC-1433 Clinical Epidemiology, CHRU de Nancy, Vandoeuvre-Lè s-Nancy, France 3 ISTNA, CNAM, Nancy, France Corresponding author: florian.manneville@univ-lorraine.fr

Background
Interventions promoting healthy behaviors such as physical activity are effective to prevent overweight and obesity among adolescents. Following such interventions, body satisfaction change could be discrepant with weight change (e.g. less body satisfaction while having lost weight), and decrease sustainability of behaviors in the long-term. This study aimed to describe the discrepancy between body satisfaction change and weight change among adolescents following a 2-year school-based intervention, and to identify associated sociodemographic factors.

Methods
Adolescents from the 2-year school-based 'Promotion de l'Alimentation et de l'Activité Physique' study conducted in northeastern France from 2006 to 2009 were included. Body satisfaction change was assessed using a self-administered questionnaire at the end of the study. Weight change was measured by the difference of body mass index z-score at end and start of the study. Discrepancy between body satisfaction change and weight change was described with cross-tabulations and weighted Cohen's kappa. Sociodemographic factors associated with discrepancy were determined by multivariate logistic regression models.

Results
Among the 3279 adolescents included (mean AE standard deviation age= 15.2AE0.6 years), the proportion of discrepancy between body satisfaction change and weight change was 74.8% (pessimism= 41.6%; optimism= 33.2%). The weighted Cohen's kappa indicated high discrepancy (?= 0.09; 95% confidence interval [0.07; 0.11]). The likelihood of discrepancy, especially pessimism was higher in boys than in girls (odds ratio= 1.44, 95% confidence interval [1.19; 1.74], p= .0002), and higher in adolescents with high socioeconomic status than in those with low socioeconomic status (odds ratio= 1.82; 95% confidence interval [1.20; 2.74], p= .004) Conclusions Discrepancy between body satisfaction change and weight change was high among school-aged adolescents with increased likelihood for boys and adolescents with high socioeconomic status. Body satisfaction change should be O8-6 Participation in physical education, extracurricular activities, and community sports among Irish adolescents with and without functional difficulties